No abstract

This article discusses an exploratory study, reporting the practices of five principals leading character development in early childhood centers in Singapore. Acknowledging that variations in leadership style, the pooled focus group findings show the common denominator is the principals' paradigm of authentic leadership informing a service orientated culture. Insights into the practices of these principals identify meaningful ways of building and sustaining a shared vision of respect, connectedness, cohesiveness, trust, positive morale, care and courtesy built on the principles of integrity, trust, hope, and love. Findings identify the contribution of five visionary principals working with character development in early education spaces in Singapore preschools.The exploratory study discussed in this article is part of a three-year character in education project for Catholic preschools in Singapore (CPS) involving school-wide social conventions and character-ineducation practices (Carter & Dasson, 2014). This article begins with an introduction to biological systems theory and the context for the study followed by a discussion on character development and leadership practices. Next, the methodology for the study is described and the narratives of five principals is presented and discussed. The article concludes with limitations of the study, suggestions for possible extensions, and practical implications for building school leaders common values and affirming school wide character development practices.